Take an object such as
a students scarf or hat and ask
whom it belongs to. The owner
of the scarf or hat should claim
it.

Discuss the following
questions about the ownership of the
hat or scarf -

1) Would it be right
for someone else to use your hat or scarf?

2) Can the person who
owns the hat or scarf decide what he wants
to do with it?

3) Name some things a
person could do with his hat or scarf.

a. wear it

b. lend it to a
friend

c. sell it to
someone else

Why can the owner of
the hat or scarf do these things and not
someone else?

2. Hand out the blank
sheets of paper and tell students that these pieces of paper are
pieces of land. Have students draw
pictures of what they would do with their land. Discuss
some of the possibilities for
the use of land.

a. build a house on
it

b. build a store
or other business on it

c. hunt or pick
berries on it

d. sell it to
another person

3. On the chalkboard
draw a map of the town - allow students
to suggest what should be
included on the map. Discuss all the
different ways in which land has been used in the
community.

4. Discuss the uses
of land outside the community.

a. hunting

b. berry
picking

c.
camping

d. sell to other
people such as oil companies

5. Explain what a
deed is - a piece of paper to show that a
person owns something. Make up
a deed for some property - explain
that deeds are needed only for important and expensive things such
as land.

Grade Level K -
2

Concept: Alaska
Native Land Claims

Purpose of
Activities: To familiarize students with the concept
that land ownership has become
important since the A.N.C.S.A. and to give the student an
understanding of why the ANCSA was necessary.

Materials: String
on desks in a row to mark off areas of land -
play money.

Number of students to
play roles of

a. Natives who lived
in Alaska a long time ago

b. White men settling
in territory

c. People in the
government

Activity A. Game
- ClaimYourLand

Explain to the
students that they are going to pretend that the marked off area
is land - they will play a game to learn how the land has been
used over the years.

Before playing the
game tell the students that each group of people has a part to
play - they will act out how land has been used over the years.
The groups are:

1. Natives of long
ago lived all over the land - they could camp and pick berries
anywhere - they were the only people on the land.

2. As the years went
by more and more white people came to Alaska to settle - the white
people built houses, stores and used some of the land for
themselves.

3. People in the
government realized that they had to decide
what land belonged to whom - they passed a law called
the Alaska Native Claims
Settlement Act - this law gave the Natives
certain lands for their own and the government paid the Natives
for lands which they had taken over.

Discuss with the
students the three main ideas: Natives
of long ago, white men coming
into to settle and the government finally settling the land
claims.

After the discussion
of the three main ideas allow students to act out the main ideas
as the teacher reads them. Students may make up a dialogue if they
wish.

The three scenes
might be:

1. Natives of long
ago roaming the land (marked off area in the classroom) picking
berries etc.

2. White men coming
in, deciding where to build stores, etc.

3. Government people
listening to Natives and white men explaining
that it is important to know what land belongs to
whom. Government officials can
take more string and mark off certain
areas for the Natives use and certain areas for government use -
the government people can pay the Natives for the land that the
government uses.

Activity B. Make
an experience chart with the students allowing
them to tell about their games. On
the chart review the main concept
of the Land Claims being settled because today it is
necessary to know what land
belongs to whom.

Activity C.
Discuss other areas which are used for certain activities by certain
peoples for example

1. Playground - do the
older children play with the younger,
is there a certain area for
ball games?

2. In the school are
certain areas used for specific purposes? (cafeteria, library,
classrooms) These areas are divided up so everyone knows who
belongs there and what it is used for - land has been divided up
so people know whose it is and what can be done with
it.

Grade Level K -
2

Concept:
Corporations, Surface and Sub-surface rights - possible
uses of land in the
future.

Purpose of
Activities: To familiarize students with the concept
that the future of the land is in
the hands of the stockholders of the corporation.

Materials: box to
hold sand - to represent land with mineral resources below the
surface - pebbles to be used for mineral resources.

Activity A.
Corporations.

Discussion of a
corporation:

1. Do you think it is
easier to work all by yourself or with

some partners on a
big project like building a house?

2. If three friends
were building a house and they all put in some lumber, nails and
all worked very hard, to whom would the house belong? (All three
who worked on it)

3. Review the lesson
on the Alaska Native Claims Settlement Act- use the sand box for
illustrating the land which the government gave to the people in
the area.

a. This land
belongs to a lot of people so everyone has
a say in what to do with
it.

b. People working
together to control and decide what to
do with their land are
called a corporation. (students may be familiar with the work
co-operation from Sesame Street - explain that a corporation is
a group of people co-operating and working together to control
their land)

c. Tell the
students the names of the local Native
corporation and the regional
corporation - explain that these decide what to do with the
land and land settlement money.

d. Everyone
belongs to the corporation and certain people from the
communities go to meetings to help decide what to do with land
- Have you heard of any of the corporation meetings?
Have any of your family gone
to the meetings?

e. If a big
company wanted to buy the corporation's land
do you think one person
could decide to sell? Why or why not?(land belongs to many
people, have to do what the whole corporation
agrees upon).

Activity B.
Surface and Subsurface values.

Have a large flat box
filled with sand - to be used as a large plot of land. Review with
students the possibilities for using the land. Ask students where
such things as gold and coal come from. Discuss with students that
these resources are found under the earth's surface and are
usually mined.

In the sand box bury
some pebbles, marbles or other objects to represent minerals in
the land. Also have students construct some houses on the
land.

Discussion of Uses of
Land.

1. What do you think
will happen to the top (surface) of the
land if a mining company wants
to get the minerals in the earth?

2. Do you think the
people living in the houses on the land
will like it if a company
starts mining on their land?

3. Who should be able
to say if the mining company can take
the coal from the earth? (Here
review concept of ownership and
membership in a corporation)

4. Students can dig
through the sand box and take out the "minerals". What was the land
like after the mining was finished?

5. Do you think it is
important to think about what will be
done with your land?
Why?

GRADE LEVEL: K -
2

CONCEPT: Days of old,
the Netsilik film series

PURPOSE: To view some
aspects of how the Netsilik Eskimos once lived.

To ask who would want
to live now like the Netsilik once lived. Is it possible to return
to the past if one wanted to?

ASOS have catalogs, which
come in several colors - yellow, red, blue - and are in 3 ring
binders.

At the present time the IMC
only has films 1, 3, 4, and 9. Films 3 and 9 are booked for the
rest of the year. Films 1
and 4 are booked until the middle of April. You may have
a chance to get films 1 or 4 if
you order now. Those of you who have ordered know the difficulty
in getting the film at the same time you are covering the
material.

2.

Film Library
115 Eielson Building
University of Alaska
College, Alaska

The University has all of
the films but they are all booked through the end of May. The
University only services the northern and central parts of Alaska.
They service north of Nunivak Island. They also charge $6.00 per
film.

At the present time they do
not have the Netsilik film series but it is ordered and should be
in their library by the Fall of 75. They only charge you
postage at the present time. You can order a catalog, price two
dollars.

4.

Alaska State
Library
Pouch G
Juneau, Alaska

This library recently
received 1000 or so films from the University of Alaska; however,
they do not at this time have the Netsilik film series.

5. Bethel High
School has their own Netsilik films
which are on 8 MM film
cassettes. When they ordered Man A Course of Study material
they received the Netsilik films as part of that
program.

If you wish to order for
next year, order now.

ACTIVITY: The Netsilik film
series should be shown in order to compare the nomadic way of life to
the present way of life. For those areas where permanent settlement
occurred, the film could be used to show how people got along before
the white man appeared.

POINTS OF
DISCUSSION:

How many students
would want to live now as the Netsiliks lived long ago? How
come?

If it possible to return to
the Netsilik old way of life?

Could a few people return to
the old way?

What has caused the change
from the old Netsilik way of life to the newer ways?

Will the Native land claims
continue to change the life style?

Will small villages become
empty of people? Or will villages become a place to go for those
who tried city life and did not like that style of
living?

EVALUATION:

Listed below are the
main concepts which have been covered in the second unit. These
are the main areas which should be covered through evaluation. The
tool for evaluating the concepts has been left up to the teacher.
It is hoped that the teacher will choose the means most suitable
to his class, whether it be a test in multiple choice form or a
student self-evaluation or testing in small groups. Use whatever
method will give you the best evaluation of your class in
relationship to the legal education
material.

Grade Level: K - 2

Ownership of
land

Uses of land

Alaska Native Claims
Settlement Act

Corporations

Sub-surface and surface
rights

Use of land in the
future

Land Claims Pre-Teaching
Check List

Grade Level 3 -
4

1. Ownership of
land

2. Uses of
land

3. Alaska Native
Claims Settlement Act

4.
Corporations

5. Sub-surface and
surface rights

6. Use of land in the
future

not aware

some knowledge in this
area

has a good
understanding

Grade Level 3 - 4

Concept: Land - its uses
and ownership of land

Purpose of Activities:
a. To familiarize students with the ways
land is used

b. To familiarize
students with the concept of ownership of
land.

c. To compare old
ways of thinking about land usage and modern considerations about
land.

Materials: newsprint
paper or other plain paper - large pieces of butcher paper

Activity A. Land usage -
Distribute a plain piece of paper to each student in the class.
Explain that the piece of paper is land; have students draw pictures
of what they would do with their land. Possible uses of land might
be

a. build a house on
the land

b. build a store or other
business on the land

c. hunt on the
land

d. pick berries on the
land

e. save the land and
possibly sell it.

After students have finished
the pictures have each student explain how he chose to use his
land and why.

Activity B. Ownership of
land

a. Have a number of
students clear a large area on the classroom floor and place the
pieces of paper in the area representing the land. Some of the
papers should have
houses, stores, pictures of berries or animals for hunting.
Appoint one student as a new-comer into the area; he would like to
build a house, know where to go hunting and also possibly take his
family camping. The new-comer into the territory can walk over the
land, see what is there and explore the possibilities of settling
in the area.

On the chalkboard write the
following questions for discussion:

1. Can a person
build a house on any piece of land
that has no building on
it?

2. How can a person show
ownership of land (a person
has a deed - a piece of paper showing that he owns a certain
area of land).

3. Do most people let
other people use their land for
hunting and picking berries? If it is their private
land, do they have the right
to post no trespassing signs?

4. What happens when a
person sells his land? What
happens to the deed? (The deed is transferred to the new
owner.)

Activity C. Old and new
ways of thinking about land. Present the following situation and
discuss how the people treated the ownership of land.

Ray was telling his
grandchildren about hunting long ago before the town had grown so
large and before the oil company people had come with their
helicopters and set up camps. Ray was remembering how he used to
go out on long trips over land which he had hunted for years. He
knew the best areas to find geese. Ray took a paper and drew a map
and showed his grandchildren where he used to set up his
trap-line. He also showed his grandchildren where his friend Fred
has his trap lines and where the people from other villages went
to do their hunting. Rays grandchildren asked if he could
hunt anywhere and didnt he have to worry about going over
someones private property. Ray explained that long ago there
were understandings about territories and their uses - no formal
deeds, but people respected one anothers hunting grounds.
Today things have to be written down and people are much more
aware of who owns land and what that land can be used for. Things
are changing and people have to become aware of their rights as
property owners so they can protect their land.

Points for
Discussion:

1. How has the
thinking about the use of land changed over the years? (In the
past boundaries were not as well defined, people had
understandings with one another about hunting territories, today
people have deeds to property, oil companies have bought up some
land and people have to become much more aware of property
ownership.)

2. What are some of the
advantages and disadvantages of the new ways of regarding
land?

3. Today it may become
necessary to protect ones property rights - how? (People
need deeds to prove ownership so that they can do what they wish
with the land.)

Grade Level 3 -
4

Concept: Alaska Native
Land Claims

Purpose of Activities:
To familiarize students with the concept that land ownership has
become important since the A.N.C.S.A. - and to give the student an
understanding of why the ANCSA was necessary.

Materials: String on
desks in a row to mark off areas of land - play money.

Number of students to
play roles of

a.
Natives who lived in Alaska a long time ago

b. White men
settling in territory

c. People in
the government

Activity A. Game -
ClaimYourLand

Explain to the
students that they are going to pretend that the marked off area
is land - they will play a game to learn how the land has been
used over the years.

Before playing the game tell
the students that each group of people has a part to play - they
will act out how land has been used over the years. The groups
are:

1. Natives of long ago lived
all over the land - they could
hunt, camp and pick berries anywhere - they were the only people
on the land.

2. As the years went by more
and more white people came
to Alaska to settle - the white people built houses, stores and
used some of the land for themselves.

3. People in the government
realized that they had to decide
what land belonged to whom - they passed a law called
the Alaska Native Claims
Settlement Act - this law gave the Natives
certain lands for their own and the government paid the Natives
for lands which they had taken over.

Discuss with the students
the three main ideas: Natives of long ago, white men coming into
to settle and the government finally settling the land
claims.

After the discussion of the
three main ideas allow students to act out the main ideas as the
teacher reads them. Students may make up a dialogue if they
wish.

The three scenes might
be:

1. Natives of long
ago roaming the land (marked off area
in the classroom) picking berries etc.

2. White men coming in,
deciding where to build stores, etc.

3. Government people
listening to Natives and white men
explaining that it is
important to know what land belongs to whom. Government
officials can take more string and mark off certain areas for
the Natives use and certain areas for government use - the
government people can pay the Natives for the land that the
government uses.

Activity B. Make an
experience chart with the students allowing
them to tell about their games. On
the chart review the main concept of the Land Claims being settled
because today it is necessary to know what land belongs to
whom.

Activity C. Discuss
other areas which are used for certain activities by certain peoples,
for example:

1. Playground - do the
older children play with the younger,
is there a certain area for
ball games?

2. In the school, are
certain areas used for specific purposes? (cafeteria, library,
classrooms) These areas are divided up so everyone knows who
belongs there and what it is used for - land has been divided up
so people know whose it is and what can be done with
it.

Grade Level 3 - 4

Concept: Corporations Surface and
Sub-surface rights - possible uses of
land in the future.

Purpose of Activities: To
familiarize students with the concept that
the future of the land is in the hands of the stockholders
of the corporation.

Materials: box to hold sand - to
represent land with mineral resources below the surface - pebbles to
be used for mineral resources.

Activity A.
Corporations.

Discussion of a
corporation:

1. Do you think it is easier to work
all by yourself or with some
partners on a big project like building a house?

2. If three friends were building a
house and they all put in some
lumber, nails and all worked very hard, to whom would the
house belong? (All three who worked on
it)

3. Review the lesson on the Alaska
Native Claims Settlement Act- use the sand box for illustrating
the land which the government gave to the people in the
area.

a. This land belongs to a lot
of people so everyone has a say
in what to do with it.

b. People working together to
control and decide what to do
with their land are called a corporation. (students may
be familiar with the work co-operation
from Sesame Street-explain that a corporation is a group of
people co-operating and working together to control their
land)

c. Tell the students the names of
the local Native corporation and the regional corporation -
explain that these decide what to do with the land and land
settlement money.

d. Everyone belongs to the
corporation and certain people from
the communities go to meetings to help decide what to do with
land - Have you heard of any of the corporation meetings? Have
any of your family gone to the meetings?

e. If a big company wanted to buy
the corporation's land do you
think one person could decide to sell? Why or why not? (land
belongs to many people, have to do what the whole corporation
agrees upon).

Activity B. Surface and Subsurface
values.

Have a large flat box filled
with sand - to be used as a large plot of land. Review with
students the possibilities for using the land. Ask students where
such things as gold and coal come from. Discuss with students that
these resources are found under the earths surface and are
usually mined.

In the sand box bury some pebbles,
marbles or other objects to represent minerals in the land. Also
have students construct some houses on the land.

Discussion of Uses of Land.

1. What do you think will happen
to the top (surface) of the land
if a mining company wants to get the minerals in the earth?

2. Do you think the people living in
the houses on the land will like
it if a company starts mining on their land?

3. Who should be able to say if the
mining company can take the coal
from the earth? (Here review concept of ownership
and membership in a
corporation)

4. Students can dig through the sand
box and take out the "minerals".
What was the land like after the mining was finished?

5. Do you think it is important to
think about what will be done with
your land? Why?

ASOS have catalogs, which come in
several colors - yellow, red, blue - and are in 3 ring
binders.

At the present time the IMC only has
films 1, 3, 4, and 9. Films 3 and 9 are booked for the rest of the
year. Films

1 and 4 are booked until the middle of
April. You may have a chance to get films 1 or 4 if you order now.
Those of you who have ordered know the difficulty in getting the
film at the same time you are covering the material.

2.

Film Library
115 Eielson Building
University of Alaska
College, Alaska

The University has all the films but
they are all booked through the
end of May. The University only services the northern
and central parts of Alaska. They service north of Nunivak Island.
They also charge $6.00 per film.

At the present time they do not have
the Netsilik film series but it is ordered and should be in their
library by the fall of 75. They only charge you postage at
the present time. You can order a catalog, price two
dollars.

4.

Alaska State Library
Pouch G
Juneau, Alaska 9980l

This library recently received 1000 or
so films from the University of Alaska; however, they do not at
this time have the Netsilik film series.

5. Bethel High School has
their own Netsilik films which are on 8 mm film cassettes. When
they ordered Man A Course of Study material they received the
Netsilik films as part of that program. If you wish to order
for next year, order now.

ACTIVITY: The Netsilik film series should
be shown in order to compare the
nomadic way of life to the present way of life. For
those areas where permanent settlement occurred, the film
could be used to show how people got along
before the white man
appeared.

POINTS OF DISCUSSION:

How many students would want to
live now as the Netsiliks lived
long ago? How come?

Is it possible to return to the
Netsilik old way of life?

Could a few people return to the old
way?

What has caused the change from the
old Netsilik way of life to the
newer ways?

Will the Native land claims continue
to change the life style?

Will small villages become empty of
people? Or will villages become a
place to go for those who tried city life and did
not like that style of
living?

EVALUATION:

Listed below are the main
concepts which have been covered
in the second unit. These are the main areas which
should be covered through evaluation. The tool for
evaluating the concepts has been left up to the
teacher. It is hoped that the teacher
will choose the means most
suitable to his class, whether it be a test in multiple choice
form or a student self-evaluation or testing
in small groups. Use whatever method will give you the best
evaluation of your class in relationship to the
legal education material.

Grade Level 3 - 4

l. Ownership of land

2. Uses of land

3. Alaska Native Claims Settlement
Act

4. Corporations

5. Sub-surface and surface
rights

6. Use of land in the
future

Land Claims Pre-Teaching Check
List

Grade Level 5 -
6

1. Ownership of
land

2. Uses of
land

3. Alaska Native
Claims Settlement Act

4.
Corporations

5. Sub-surface and
surface rights

6. Use of land in the
future

not aware

some knowledge in this
area

has a good
understanding

Grade Level 5 - 6

Concept: Alaska Native Claims
Settlement Act

Purpose of Activities: To
familiarize students with the reasons for
ANCSA and the general provisions of the Act.

Materials: Reproduce the "Land
Claims Story" for individual reading
by the students.

Large paper or poster board for
making Land Claims Fact Board,
individual strips of paper for making chronological
cards - string for measuring land.

Activity A. The reading "Land
Claims Story" and questions can be duplicated
and distributed to students for either individual,
group or class reading and discussion. The
other activities will be developed
from information in this reading.

"The Land
Claims Story"

The United States bought Alaska from
Russia in 1867. At this time there
were few white men in Alaska mostly Natives. The
rights of Natives were not made clear, nobody really became
concerned about Native rights until more and
more white people came into the
Alaska territory.

Many different agencies controlled
Alaska; for a while the Army was in
charge and later the Navy tried to govern the territory.
The United States Congress passed the Organic Act of l884. In this
Act the U. S. Government pledged to respect the
claims of Alaskan Natives - these claims are called aboriginal claims
because they are the claims of the first people who lived
here. An aborigine is the first person to
live in a place. Still though the
government did not give the legal title to the
land to the Natives; everyone just knew it was the Natives'
land.

Since the Organic Act of 1867 was passed
several other laws or acts were
passed allowing people to pick out certain amounts
of land such as 160 acres. Later, Natives chose land that was not all
in one piece so a person could pick land for berry
picking, camping and trapping. The government did not
make the choosing of these lands formal and
deeds were not filed so these people were not really informed about
what land belonged to whom. The land
issue still remained very unsettled
and after Alaska became a state people realized that
the Native Land Claims would have to be settled because
the State was selecting lands and it had to
be decided which land belonged to the
State and which to the Natives.

Finally, in 1971, the U. S. Congress
passed a bill to settle land
ownership in Alaska once and for all. That Act of Congress
is called the Alaska Native Claims Settlement Act. It
set up rules for deciding the ownership of
land. It was decided that the Natives
of Alaska would have legal title to 40,000,000 acres
of land. Money was paid for the rest of the land which had been taken
by the government. The payment decided upon to be paid to the Natives
was $962.5 million. The money and land are
owned by corporations and the corporations are owned by the
Natives of Alaska. We will learn more about
corporations later.

Can you Answer these
Questions?

l. Why didn't anyone worry about who
owned the land in Alaska in the early
days when it was first purchased from Russia?

2. Name some of the agencies that
controlled Alaska after its purchase
from Russia.

3. What made the Native people realize
that they needed to legally claim
their lands?

4. What was the name of the Act of
Congress which finally settled Native
Claims? In what year was it passed?

5. How much land were the Native Alaskans
allotted?

6. Was there a settlement made for the
land that the government had already
taken over from the Natives?

7. What did the Natives of Alaska form to
take care of the land
settlement?

Activity B. On large construction
paper or poster board have students
make an Alaska Native Land Claims Settlement Act fact
board . After reading the "Land Claims Story" and discussion
have students compile a list of what they consider
to be the most important facts and make a
display of the important facts.

Activity C. Have students assemble
a chronological chart showing the
steps leading up to the Land Claims Settlement Act.

Possible steps that might be
listed:

l. Alaska purchased from
Russia

2. Organic Act of l884 recognized
aboriginal rights

3. Governing of Alaska territory by
various agencies such as the Army
and Navy.

4. Alaska became a State and had
claims needing to be settled.

5. Congress passed the Alaska Native
Land Claims Act, 1971

Activity D. How large is an acre?
Have students measure off one acre of
land. Explain that an acre of land can be measured
by marking off a square 208 feet on all four
sides.

At each corner place a marker, a
cloth attached to a stick into the ground; mark off 208 feet place
another marker do this until the
square is completed.

PointsforDiscussion:

l. Why is it important to
measure land?

2. Measure the land the school is on,
approximately how many
acres?

3. Measure the land several houses are
on, how many acres.

Do you think the owners of the land
are aware of how much land they
own? Would it be important to know how much land
you own?

4. Can you even imagine 40,000,000
acres - the amount of land settled
for in the Alaska Land Claims Settlement Act?

b. Have students research who
owns the land

l. the airport is on

2. the churches are built
on

3. the schools are on

4. the community stores are
on

Students can make a large map of the
community labeling stores, houses,
churches, schools, etc. - on the map identify who owns
the land on which each building sits. The
places can be labeled private,
state, federally owned, etc.

Grade Level 5 - 6

Concept: Corporations

Purpose of Activities: To
familiarize students with their local and regional
corporations, the functions of the corporations, the
place of the stockholders in the
corporation.

Materials: Map of Alaska showing
regional corporations (available in
materials high school teachers have for reading). Poster board for
making charts.

Activity A. Why
Corporations?

Write the words "40,000,000
acres of land" on the board - ask
who do you think controls the land settlement?

Write the word "Corporation" on the
board - explain that a corporation
is a group of people working together - for example
if Joe wanted to start a small business
in the village he might get two
partners to help him, their business could be a
corporation, each owning a part of the
business.

Explain that the 40,000,000 acres of
land that the Natives of Alaska
received are in the hands of Corporations - the Village and
Regional Corporations.

Make a chart with the class showing
how the corporations function:
RegionalCorporations (find out the names of
the regional corporation in your area) -
the 12 are:

B. Regional Corporations make
payments for land settlement to people
in their corporation.

C. Handle the income from the land or
investments and give a certain
amount of the income to the village corporations.

D. Regional Corporations hold the
title to sub-surface rights to land in the village corporations -
sometimes conflict may arise
between villages and regional corporations when
they select land.

E. Regional Corporations help village
corporations set up their own
corporation.

II. Village
Corporations:

A. Profit corporation or
business corporation - village decides to
invest money in a business, must pay taxes and pays dividends to
the members of the corporation (stockholders).

B. Non-Profit Corporation does not
have to pay taxes and can use land for such things as charities,
cemeteries or hospitals - must put any money made back into the
corporation, does not pay directly to stockholders.

C. Control surface rights to
lands in their corporation.

D. Co-operates with the regional
corporation.

III. Who Runs the
Corporations?

A. Stockholders - anyone who is
enrolled in the corporation.

B. Officers are elected to run both
the village and regional corporations.
They represent the people and decide what to do
with the land and money.

Activity B. Forming a classroom
corporation.

On the black board draw a large
area of land and label it 5000
acres. Tell the class that they are to decide what they
would like to do with the land on the
village corporation level.

1. Stockholders must all
register so members are known.

2. Officers of corporation
should be elected

3. Meetings held to decide what
to do with the land.

a. profit or non-profit
organization

b. surface and sub-surface
rights

Have students discuss what must
be considered forming a
corporation, should everyone have a voice in their corporation,
does this seem the best way to handle the land received from the
Settlement Act?

Activity C. GuestSpeakers - If possible invite any of the officers from the
local or regional corporation in to explain their job in the
corporation.

Grade Level 5 - 6

Concept: Corporations, Surface and
Sub-surface rights - possible uses of
land in the future.

Purpose of Activities: To
familiarize students with the concept that
the future of the land is in the hands of the stockholders
of the corporation.

Materials: box to hold sand - to
represent land with mineral resource below the surface - pebbles to
be used for mineral resources.

Activity A.
Corporations.

Discussion of a
corporation:

1. Do you think it is easier to work
all by yourself or with some
partners on a big project like building a house?

2. If three friends were
building a house and they all put in some
lumber, nails and all worked very hard, to whom would the
house belong? (All three who worked on
it)

3. Review the lesson on the Alaska
Native Claims Settlement Act - use the sand box for illustrating
the land which the government gave to the people in the
area.

a. This land belongs to a lot
of people so everyone has a say
in what to do with it.

b. People working together to
control and decide what to do
with their land are called a corporation.(students may
be familiar with the work co-operation
from Sesame Street-explain that a corporation is a group of
people cooperating and working together to control their
land)

c. Tell the students the names of
the local Native corporation and the regional corporation -
explain that these decide what to do with the land and land
settlement money.

d. Everyone belongs to the
corporation and certain people from
the communities go to meetings to help decide what to do with
land - Have you heard of any of the corporation meetings? Have
any of your family gone to the meetings?

e. If a big company wanted to buy
the corporation's land do you
think one person could decide to sell? Why or why not? (land
belongs to many people, have to do what the whole corporation
agrees upon).

Activity B. Surface and Subsurface
values.

Have a large flat box filled
with sand - to be used as a large plot of land. Review with
students the possibilities for using the land. Ask students where
such things as gold and coal come from. Discuss with students that
these resources are found under the earth's surface and are
usually mined.

In the sand box bury some pebbles,
marbles or other objects to represent minerals in the land. Also
have students construct some houses on the land.

Discussion of Uses of Land.

1. What do you think will happen
to the top (surface) of the land
if a mining company wants to get the minerals in the earth?

2. Do you think the people living in
the houses on the land will like
it if a company starts mining on their land?

3. Who should be able to say if the
mining company can take the coal from the earth? (Here review
concept of ownership and membership in a corporation)

4. Students can dig through the sand
box and take out the "minerals".
What was the land like after the mining was finished?

5. Do you think it is important to
think about what will be done with
your land? Why?

ASOS have catalogs, which
come in several colors - yellow, red, blue - and are in 3 ring
binders.

At the present time the IMC
only has films 1, 3, 4, and 9. Films 3 and 9 are booked for the
rest of the year. Films 1
and 4 are booked until the middle of April. You may have
a chance to get films 1 or 4 if
you order now. Those of you who have ordered know the difficulty
in getting the film at the same time you are covering the
material.

2.

Film Library
115 Eielson Building
University of Alaska
College, Alaska

The University has all of
the films but they are all booked through the end of May. The
University only services the northern and central parts of Alaska.
They service north of Nunivak Island. They also charge $6.00 per
film.

At the present time they do
not have the Netsilik film series but it is ordered and should be
in their library by the Fall of '75. They only charge you postage
at the present time. You can order a catalog, price two
dollars.

4.

Alaska State
Library
Pouch G
Juneau, Alaska

This library recently
received 1000 or so films from the University of Alaska; however,
they do not at this time have the Netsilik film series.

5. Bethel High
School has their own Netsilik films
which are on 8 MM film
cassettes. When they ordered Man A Course of Study material
they received the Netsilik films as part of that
program.

If you wish to order for
next year, order now.

ACTIVITY: The Netsilik film
series should be shown in order to compare the nomadic way of life to
the present way of life. For those areas where permanent settlement
occurred, the film could be used to show how people got along before
the white man appeared.

POINTS OF
DISCUSSION:

How many students
would want to live now as the Netsiliks lived long ago? How
come?

If it possible to return to
the Netsilik old way of life?

Could a few people return to
the old way?

What has caused the change
from the old Netsilik way of life to the newer ways?

Will the Native land claims
continue to change the life style?

Will small villages become
empty of people? Or will villages become a place to go for those
who tried city life and did not like that style of
living?

EVALUATION:

Listed below are the
main concepts which have been covered in the second unit. These
are the main areas which should be covered through evaluation. The
tool for evaluating the concepts has been left up to the teacher.
It is hoped that the teacher will choose the means most suitable
to his class, whether it be a test in multiple choice form or a
student self-evaluation or testing in small groups. Use whatever
method will give you the best evaluation of your class in
relationship to the legal education material.

Grade Level 5 - 6

1. Ownership of land

2. Uses of land

3. Alaska Native Claims Settlement
Act

4. Corporations

5. Sub-surface and surface
rights

6. Use of land in the future

The
University of Alaska Fairbanks is an affirmative action/equal opportunity
employer and educational institution and is a part of the University
of Alaska system.